TEACHING DIFFERENTIATED INSTRUCTION IN HIGHER EDUCATION. DESIGNING AN INTERDISCIPLINARY LEARNING SCENARIO FOR SUSTAINABILITY, ACTIVE CITIZENSHIP, AND INCLUSION
DOI:
https://doi.org/10.46827/ejae.v11i1.6785Λέξεις-κλειδιά:
differentiation, interdisciplinarity, learning scenario, inclusion, sustainability, citizenship, active citizenship, equitable learning environments, higher educationΠερίληψη
The present paper aims to bridge pedagogical theory and practice by examining an applied framework of differentiated instruction in Higher Education through the paradigm of a learning scenario. Specifically, it focuses on the pedagogical design of an interdisciplinary learning scenario for heterogeneous classes, aiming to enhance teacher education in the fields of special and inclusive education. The content of the scenario leverages curriculum literacies at the level of instructional practice and extends to multilingual educational environments and mixed-ability classrooms across all educational contexts. Furthermore, it analyzes the interrelationship between Sustainability, Active Citizenship, and Inclusive Education, highlighting a cross-curricular approach. Overall, the study seeks to establish a differentiated and inclusive model of educational intervention for students from diverse linguistic backgrounds, with or without disabilities, in diverse classrooms. This model is intended to serve as an applied framework for critical and creative thinking, addressed to educators of all professional specialties within both formal and non-formal educational settings. The study combines inclusive education with teachers’ professional development.Αναφορές
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